How exciting! Write Dance is now in its third edition, and what a lovely book this is! It gives teachers exactly what they have been asking for; a detailed and clear resource to support the teaching of handwriting using a fully cursive style. As consultants, practitioners and trainers for Write Dance we are delighted to endorse this book, which combines the two previous 2nd edition publications, Write Dance and More Write Dance. – Nicole Barrons and Diana Strauss, Write Dance Training, UK

Write Dance is an exciting, innovative and fun programme which uses music and movement to introduce handwriting to children aged 5-8 years. Write Dance movements are designed to help children feel happy and comfortable with their bodies, improve their motor skills and provide a strong foundation for writing.

The 3rd edition of this bestselling book combines Write Dance and More Write Dance to bring you the ultimate one-stop Write Dance experience, and has been updated throughout with a brand new layout as well as new themes, music and video.

Ragnhild A. Oussoren is the creator of Write Dance. She developed the Write Dance approach in the Netherlands twenty five years ago and it has gone on to capture the imagination of children and teachers across Europe. 

NOW WITH A COMPANION WEBSITE!

This exciting new edition is accompanied by a complete online package of resources. Visit https://study.sagepub.com/oussoren3e  and enter your unique access code found in the inner front cover of your new edition of Write Dance to access:

• Over 40 downloadable music tracks and songs
• More than 90 minutes of video demonstrating each of the music themes
• A huge range of downloadable copy sheets for teachers and children to use

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British Sign Language (B.S.L.) is the visual gestural language of the Deaf community in Britain and is the first or preferred language of over 70,000 people.

This is the first major B.S.L./English Dictionary to be published. It contains over 1,800 photographed sign entries ordered by linguistic principles according to the visual characteristics of the language. Each entry is notated with a description of how to produce the sign. A guide to the meaning(s) of each sign is provided in English.

The dictionary will be of particular interest to hearing and Deaf people (and their tutors) engaged in learning B.S.L. or English as a second language. Whether you want to learn B.S.L or teach it – or just improve your vocabulary – the Dictionary of British Sign Language is the authoritative place to begin.

The Dictionary of British Sign Language was compiled for the British Deaf Association by the Deaf Studies Research Unit at the University of Durham.

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Write Dance in the Early Years is back! This 3rd edition continues to develop an exciting and innovative programme which uses music and movement to get children excited about improving their handwriting skills. This multi-sensory approach is designed to help children ages 3-5 feel happy and comfortable in their bodies whilst learning to write in a fun, dynamic and engaging way. This new edition includes,

• updated content, layout and structure
• easily implementable activities
• new videos demonstrating each theme
• 3 new nursery rhymes
• newly designed copy sheets for every theme

Write Dance in the Early Years provides practitioners with a package of catchy songs, engaging stories and illustrations, as well as guidance on how to implement the Write Dance approach in their early years setting.

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Word Aware 3 is a comprehensive, practical and engaging resource that focuses on teaching vocabulary and word learning skills to children aged 6 to 11 years who have vocabulary learning needs.

For many children, particularly those with Special Educational Needs and Disabilities (SEND) or those whose home language isn’t English (ELL or EAL learners), the vocabulary of the classroom can be a barrier to learning. This book outlines how to best support these children who require extra help, offering concrete, easy-to-implement activities and resources for use in small groups, to maximise the impact on learning and open up access to the curriculum.

Word Aware 3:

• Takes a highly practical, evidence-based and curriculum-focused approach to vocabulary learning that supports a broad range of learners

• Includes photocopiable and downloadable planning, intervention and evaluation resources

• Provides staff training resources and an overview video presented by the authors

This book can be used as an adjunct to Word Aware 1, or as an intervention on its own. Although it is most suited to children aged 6 to 11 years, it may be adapted for older students with significant learning needs. It is an essential resource for teaching assistants and learning support assistants and will also save time for special educational needs co-ordinators (SENCOs) and speech and language therapists (SaLTs) who are keen to establish effective vocabulary interventions.

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This BDA developed guide assists you in supporting children and students with dyslexia and specific learning difficulties through their education. Designed specifically for candidates on Level 5 diploma courses in dyslexia and specific learning difficulties, this hands-on guide is the perfect training companion for those wanting to know more about dyslexia and how to support individuals with dyslexia.

As an authoritative, entry-level resource covering both theory and practice, the methods, resources, and expert contributors in this book empower your learning as an educator towards better self-understanding, confidence and how to better support students in specialist and classroom settings.

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Learning to read and having access to a rich reading curriculum has a huge impact upon us both emotionally and academically. so how can we ensure that it is seen as an entitlement of all learners, including those defined as having profound and multiple learning difficulties (PMLD) and the most complex needs?

This accessible book provides professionals with the knowledge and confidence to develop reading for all learners. It integrates the latest ideas and research into a practical framework to create an inclusive reading curriculum and support learners across the whole education spectrum, including those with the most complex needs. Each chapter includes a mixture of research, strategies, and case study examples, demonstrating how reading supports both wellbeing and access to learning and – with stories – provides a versatile vehicle to build on vocabulary and expand our ability to think and learn about our place in the world.

Teaching Reading to All Learners Including Those with Complex Needs is essential reading for both new and experienced teachers and special educational needs and disabilities coordinators (SENDCo)s looking to develop an inclusive reading curriculum and culture which will positively impact on the outcomes of all young people.

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